Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: A case study with K-12 learners

Jari Laru, Sanna Järvelä, Roy B. Clariana

Research output: Contribution to journalArticle

25 Scopus citations

Abstract

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions between groups of students during the co-creation of knowledge claims. The aim of the analysis was to identify and compare top- and low-performing dyads/triads in order to reveal the differences regarding their co-construction of arguments while creating knowledge claims. Although the results revealed several shortcomings in the types of argumentation, it could be established that differences between the top performers and low performers were statistically significant in terms of social modes of argumentation, the use of warrants in the mobile tool and in overall participation. In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.

Original languageEnglish (US)
Pages (from-to)103-117
Number of pages15
JournalInteractive Learning Environments
Volume20
Issue number2
DOIs
StatePublished - Apr 1 2012

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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